Can and should the marketplace be inclusive to all consumers Essay

Can and should the marketplace be inclusive to all consumers - Essay Example It will examine the problem that the aged face when companies decide to advertise and sell their commodity through the media and social networks. The paper will also try to explain how the aged can be integrated in the fashion industry. According to Macnicol (2005), age discrimination has a long history going back to 1930s, and even today it is a topic of debate in Britain. In the current world, many old people have a feeling that they are overlooked and ignored in the market. For example, in the designing of shopping complexes in the street. There are many old people who cannot obtain a service or the product that they want- whether from cinemas, restaurants or newspaper. This is because things have changed, so there is nothing that suits their taste. According to Mumel and Prodnik (2005), this discrimination has led the aged to stay away from this market. They consider themselves less fortunate and burden to society. According to Birtwistle and Tsim (2005), a fashion designer that can adopt and agree to cater for the individual needs of aging women will do quite well because it has a high potential, unsaturated market. Fashion designers have failed to provide old people with clothes that are psychologically, physically and socially comfortable. Psychological comfort gives the old person a well-being sense (Kunze, Boehm, & Bruch, 2011). Old people want clothes that will make the public have a positive mind and respect them. Physical comfort is achieved when the older people put on clothes that protect them from heat, humidity and cold. Their social comfort will be achieved by wearing clothes that will make them presentable and create a good impression to the public. The old also feel excluded in todays media. Images of the youth dominate the media today. Older peoples pictures are of two categories: one portrays old people as decrepit, aimed at generating sympathy and enable other people to contribute to them (

Enlightenment Essay Example | Topics and Well Written Essays - 1000 words

Enlightenment - Essay Example His opening sentence highlights ridiculous French laws, regarding diet and medicine, denying individuals the right to look after their body as they deemed fit. Once into the realms of science, philosophy and experimentation, his comments on Galileo, by how he phrases them, show his great admiration for the man and his work. His brilliant use of irony indicting the government in question, suggests it was legislating against the mind. New ideas and discoveries should be encouraged rather than punished. Jefferson ridicules that government in Galileo's case for its reaction against reason and innovative thinking. His tongue-in-cheek phrase: The quotation reflects their philosophies. Bacon took Galileo's work and formalized it, suggesting that challenging orthodoxy, observing nature, using reason, would lead to true knowledge - experimentation would verify it. Jefferson incorporates Bacon's philosophies and methods, now He rejects some of the Rationalism of Descartes; that excluding reference to the external world, suggesting knowledge is gained by reason alone. Jefferson, a man of science and practical action, accepted the ideas of critical questioning, but was less impressed with the concept of thought without investigation or experimentation. The inference here may be that this particular founding-father of the Enlightenment did not wholly fit with Jefferson's views. The quotation provides evidence of his admiration and commitment to the work and philosophy of Isaac Newton, containing reference to his theory of gravity, and how its power and truth was accepted through reason, not legislation. Newton is a seeker after the truth whose findings could not be overturned. Newton took Galileo's work and and astrological studies of his time, defined natural laws, and presented incontrovertible truths. Scientific research, experimentation, sharing the knowledge, were all aspects of the man whose thinking Jefferson admired. His remarks regarding Newton prove he is reflecting Enlightenment thinking and values. There is a connection between Jefferson's own religious beliefs and the upsurge of Natural Theology which resulted from Newton's work. The idea that Nature is proof of the Divine, a Master Designer, appealed to Jefferson, who espoused the aspect of Scientific Deism, which contends that Nature was the result of Divine Creation, then goes on to operate under universal laws. Jefferson sees in Newton what Enlightenment means in practice.

Discussing and comparing the Tyler model

Discussing and comparing the Tyler model In this essay I will be discussing and comparing the Tyler model and Knowles model for Adult Learners. This can be seen in section one where the comparison and contrasting of the two models will be established in order to get a better understanding. In section two I will choose one of the two models that are most appropriate for a learning context. The conclusion will consist of a summary of the key points established throughout this paper. Section One Tyler was very much linked with curriculum theory, development, educational assessment and evaluation. In education individuals regard Tyler as the father of behavioral objectives. This form of approach puts much more importance on the needs of the learner. There are similarities between Tylers and that of the andragogical model as they both relate specifically to the individuals self direction and their experience. Tyler regularly used this in learning to be a development during which an individual attains new patterns of behaviour. He had four basic questions regarding to learning: What educational purposes should the school seek to attain? What educational experiences can be provided that are likely to attain these purposes? How can these educational experiences be effectively organized? How can we determine whether these purposes are being attained? (Boone, pp.26) The previous questions are now well known in adult education. Knowledge of the psychology of learning helps set bounds on what can be learned within the given time and the current environment of the organization (Boone. Pp. 26). Tyler thought that the makeup of a schools curriculum had to relate to three main factors that together form the elements of an individuals education experience. First off would be the nature of the individual learner, which may include the individuals developmental factors, their learner interests/needs and also their life experiences. Second would involve the individuals values and aims of society, which may include values and attitudes. The last being knowledge of the subject matter. What the learner believes to be worthy and usable knowledge. In answering the four questions and in designing learning experience for students, curriculum developers had to establish judgments through the three factors. He believed that when setting educational objectives, pro grammers should take into consideration the learners, society, philosophical considerations within the institution conducting the program, the intellectual climate of society and experts in the subject (Bye Reich, pp. 181). The assumptions of this model are that all learning can be measured in terms of changing behaviours. One of the most frequently offered criticisms of programs of professional preparation by graduates who subsequently inhabit the real world of practice is that such programs are strong on theory but weak on practical application (Brookfield, pp. 201). Knowles is regarded as a central figure in US adult education in the second half of the twentieth century. The programming model is structured on his andragogical philosophy, where one assumes that adults move toward self-direction. By doing this use their experience as a learning resource, then are ready to learn in accordance with socio-developmental tasks and desire immediate application of learning. Knowles believes that the adult learner brings life experiences to learning, incorporating and complementing the cognitive abilities of Piagets adolescent. As the individual matures: his/her self-concept moves from dependency to self-direction he/she accumulates a growing reservoir of experiences that becomes a resource for learning his/her learning readiness becomes increasingly oriented to the tasks of various social roles his/her time perspective changes from one of postponed knowledge application to immediate application his/her orientation to learning shifts from subject-centered to problem-centered (http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/knowles.htm ) Knowles believes that adults should have developed mature understanding of themselves, able to understand their needs, motivations, interests and goals. Individuals should be able to look at themselves objectively and maturely. They should accept themselves and respect themselves for what they are, while striving to become better. Adult learners should develop an attitude of acceptance, love, and respect toward others. This is the attitude on which all human relations depend. They must learn to distinguish between people and ideas, and to challenge ideas without threatening people. Ideally, this attitude will go beyond acceptance, love, and respect, to empathy and the sincere desire to help others. Knowles was convinced that adults learned differently to children and that this provided the basis for a distinctive field of enquiry. His earlier work on informal adult education had highlighted some elements of process and setting (http://www.infed.org/thinkers/et-knowl.htm ). In doing t his Knowles cam to the conclusions about the shape and direction of adult education. According to Knowles andragogy model the key points are: Adults move towards self-direction Adults use experience as a learning resource Adults are ready to learn in accordance with socio developmental tasks Adults devise immediate application of learning (Bye Reich 2003, p182) The two models are very different to one another when compared. Tylers objective model requires no prior knowledge of the content being taught whilst Knowles institutional model requires some prior knowledge from the adult learner. This prior knowledge helps motivates the learning to participate more in the learning process which results to further /advances in knowledge of the topic being taught. The learner is seen as an empty vessel in Tylers model. The individual is more dependent on the teacher in learning new things within the learning environment. This is entirely opposite to Knowles model, as the learner seeks growth in knowledge. Section Two My goal in this section is to apply Tylers model with TAFEs Business Management course. Central to Tylers model is effectively organizing the learning activities. He believes in three criterias that are required in building organized learning experiences. These are continuity, sequence and integration. Business Management mirrors Tylers model by creating active learning experiences in a content area that is otherwise found boring. Having identified a number of learning activities, the teacher challenges students in active learning with writing assignments, group presentations, group quizzes, a written financial project, individual and group participation and a final exam. The process of assessment is critical to Tylers model and begins with the objectives of the educational program. The lecturer will be required to establish the point of the assessment by answering questions such as what is the purpose of this assessment, what do you want it for? With an online syllabus, students can prepare for the various methods of assessment. Mid semester evaluations provide valuable feedback on learning activities. A final evaluation of 2009 present important feedback for course revision. As a result, the following semester group learning activities were increased from 10% to 40% of the course content. Other feedback found that students desire for more review time and that the instructions progressed too quickly. Due to time limitations, the lecturer incorporated additional non-graded assignments as group presentations. By doing this the curriculum and instruction assessment helped better achieve the defined outcomes of improving critical thinking, communication and analytical skills. A final exam also helps evaluate the learning objectives and integration of knowledge. Tyler and TAFEs Business Management have comparable strategies for designing curriculum and instruction. Tyler states, Education is a process of changing the behaviour patterns of people. TAFE uses assessme nts to achieve the defined learning objectives and promotes participation from individuals through interesting activities. They both value the individual learner. Conclusion Education either functions as an instrument which is used to facilitate the integration of generations into the logic of the present system and bring about conformity to it, or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world (Freire, Pedagogy of the Oppressed, 1970) By using a combination of adult learner techniques and strategies, educators can create training experiences that will enhance the learning of participants. When an individual is put into positive learning experience that follows andragogy process that has been presented above, they are more likely to retain what they have learned and apply it in their work environment.

Brave New World: Out of Control Essay -- Brave New World

Brave New World: Out of Control In the 1932 satirical novel Brave New World, Aldous Huxley describes an emotionless, mechanized world of the future, set mostly in London, in which individuality is eliminated, creativity is stifled, and such institutions as marriage, family, and church are unpleasant artifacts of a world long gone. In this society, people are mass-produced; human eggs are artificially engineered by technicians. Happiness is achieved through physical gratification and peace is safeguarded by the conditioning of youth and by dispensing soma, a tranquilizer. Bernard Marx is the main character and his unorthodox viewpoints and physical difference from the rest of his caste makes him as an outsider. Bernard and Lenina, his present "girlfriend", receive permission to visit a Savage Reservation in New Mexico. They return to "civilization" with a savage, John. There he struggles to understand this so-called utopia and is eventually driven to suicide while Bernard is exiled to an island for his unconventiona l beliefs. Bernard Marx's bitter nonconformity comes from his resentment towards the state and its citizens. Dark and small when he should be fair and tall like the Alpha-plus he is mentally, he is a social outcast. He is essentially an opportunist who just wants to be accepted, just wants "no more talk of the alcohol in his blood-surrogate, no gibes at his physical appearance"(156). Nevertheless, Bernard is the perfect character through which to highlight the utopia's moral values or the lack thereof. In Brave New World, Bernard fights against a society that devalues his individuality and thereby lessens his sense of identity and self worth. From birt... ...n't want change. Every change is a menace to stability"(224-5). The idea of keeping an individual preoccupied with meaningless or unnecessary tasks so that he might never question his own individuality is an important one and forms the base on which their society is built. When Bernard criticized this social order in his report to Mond on the Savage, the World Controller vowed "to give him a lesson"(159), which he ultimately did. Huxley attempts to unsettle the reader's uncritical faith in progress and technology. The novel is a fantasy of order and technology and in it he warns us that if we don't solve problems such as overpopulation and overconsumption ourselves now, a police state will do it for us. Without being able to balance progress and human need, and unable to control our own technology, we may be forced to give up more than we imagine.

Customer Service Profile–Marriott Hotels

Motivate employees, train them, care about them, and make winners of them. At Marriott, we know that if we treat our employees correctly, they’ll treat the customers right, and if the customers are treated right, they’ll come back. Bill Marriot Jr. If a customer leaves a hotel or resort satisfied with the property and the service, there is a much better chance that they will return. That is an obvious reality in the industry, and in the forefront of the customer service policy of the Marriott chain of hotels.Customer response for rapid resolution to customer complaints is used by each and every Marriott Hotel and Resort. Customer Surveys are an integral part of the plan. Getting this feedback makes it possible to correct errors and enhance the customers’ overall experience as a guest. Customers are used to getting a questionnaire or a survey â€Å"after the fact† to record and advise the company of a problem and whether or not it was solved to the customer ’s satisfaction.Marriott’s goal is to provide such a survey to the customer during the stay, so that any lingering problem can be immediately resolved. If there is something wrong with the room, it should be addressed during the stay, so that no one leaves dissatisfied. The real time feedback not only resolves complaints, but has been a stream of customer suggestions which would improve the experience. These suggestions are seriously considered and many have been implemented, such as providing a billing summary available to the guests by internet or television prior to check out.Marriott Hotels and Resorts also have a Rewards program that has been frequently judged as the best in the business. Customers get points for each stay, and can apply the points either to frequent flyer miles or future vacations. This program was instituted in 1997, but there has been some form of a frequent guest program at Marriott since 1983. Many other hotels have similar â€Å"loyaltyâ₠¬  programs, and it has come to be an expectation of a lot of guests.There are many ways to earn points and over 3000 properties all over the globe where they can be earned. The points can be redeemed for a variety of things, such as cruises, hotel stays, frequent flyer miles, and even wide screen TV’s. There is even a way to donate accumulated points to charitable organizations. The above two described programs comprise Marriott’s customer service milieu. While the combination of the two prongs is very successful, there is always room for improvement or enhancement.For a great many guests, especially the frequent travelers for business or pleasure, accumulating the points towards an eventual goal is a real selling point and would certainly have the desired effect of return visits. However, for the occasional traveler, saving up enough points to have any benefit is probably not realistic. In these uncertain times, vacations and even business travel might come on to th e â€Å"chopping block†. But, even in the best of times, only a small part of the population travels quite frequently.For all these circumstances, the Reward programs is of no benefit. Again, this is not unusual for businesses to give out coupons, punch cards, or reward points that will never be used. Who doesn’t have frequent flyer miles, $10 off coupons for stores that will never again be visited, or credits towards a cruise or dinner that has expired and not used? The guest could then feel that only other people reap the â€Å"rewards†. One alternative would be to allow a guest to â€Å"opt† out of the Rewards program and instead to offer an immediate â€Å"reward. An example would be for a 2 night stay, the guest could choose from several food items to be delivered to the room, such as a late night dessert. Or, for a 3 night stay, the guest would receive a free spa visit if available on the premises. An alternate â€Å"reward† would be a coupo n for free gasoline, or something commonly available. The idea would be that for some customers who knew that the point system would not be a benefit to them, could still know that Marriott was customer oriented and that if they were to be traveling again, they would remember ot only the personal service, but that they were rewarded for just being a customer. A Review of the Marriott Rewards Program. (2010).Retrieved November 2010, from About. com: Business Travel: http://businesstravel. about. com/od/rewardsprograms/gr/marriott_reward. htm Executive Blueprint. (n. d. ). Retrieved 2010, from Case Study: Increasing Sales by Service: http://www. executiveblueprints. com/_cases/service_marriott. pdf Marriott Reward Program. (n. d. ). Retrieved 2010, from Marriott : http://www. marriott. com/rewards/rewards-program. mi

Mice Of Men Chap 3 Analysis Essay

1) At first George tells the other, him and Lennie are cousins, this shows he is a bit ashamed of Lennie, and tries to find an excuse for looking after him. Later on when George and Slim are talking, George admits the reason how he became involved in Lennie and tells Slim a story about when he told Lennie to jump into the Sacramento River. Steinbeck describes this phrase as † George’s voice was taking on a tone of confession† Steinbeck was his readers to know that George regrets his actions and the fact that he has a â€Å"tone of confession† shows he isn’t proud that he has control over Lennie, instead he feels bad that he used his superiority in a destructive way. 2) When Lennie comes back into the room, Steinbeck describes the way he speaks as â€Å"breathlessly† when he says â€Å"He’s brown an’ white jus’ like I wanted†, Lennie image appears like a child, since just like a child Lennie is excited with the puppies. Slim is watching Lennie’s actions as he hides the puppy from George, which shows Slim Lennie’s lack of maturity. 3) Carlson is persistent in wanting to shoot Candy’s dog, on page 71 he says † ‘he don’t have fun’ Carlson persisted ‘and he stinks to beat hell'† This tells us that Carlson’s is manipulating Candy by making out the dog is really suffering and pretending to be compassionate when really he only wants the Dog shot because it stinks. Also since he thinks that the dog is better of dead unlike Candy is he realistic rather than sentimental and thinks it’s best for the dog that way. Then Slim agrees with George and says † that dog ain’t no good to himself† Slim also offers to give Candy one of the puppies, this shows Slim is caring for both the old dog and Candy and unlike Carlson isn’t wanting the dog to die because he stinks. 4) When Curley picks to fight with Lennie rather than George or anyone not as strong, tells us as readers a lot about Curley. Any other bully would be realistic and go for a smaller guy, yet Curley has a very strong and domineering personality but is also short which makes him resent himself for being short and takes it out on big guys- like Lennie. This is a way of Curley making himself look big, since he hates being the small guy. 5) When Curley and Lennie are fighting, Lennie at first lets Curley hit him even though Lennie’s in pain; he does this for George’s sake and doesn’t want to get into anymore trouble. Whilst Curley is hitting Lennie, Lennie cries for George’s help, he says â€Å"make um’ stop George† this again reinforces Lennie’s relations with George, we can see that he relies a lot on George when he needs help just like a child would. Curley decides to go along with the story that he got his hand caught in a machine, instead of saying what really happened. This is because Curley is ashamed of being the loser in the fight and doesn’t want people to know what Lennie did to him because it will make people think he’s weak.

The Sun Also Rises essays

The Sun Also Rises essays The book is ok, there were three main characters. The main characters were Robert Cohn, Lady Brett Ashley, and Jake Barnes. The book is all right, the only reason I didn't like is because it talks about slaves and I don't like that. The story was set in Spain in the 1920's with main characters going to see a bullfight Robert Cohn is the main character. Robert is an educated Jewish American who is a writer and an ex-boxer he loved to box. The title meant a lot to him. He got a flat nose and never boxed again. He fell in love with Lady Ashley. The Lady Brett Ashley usually goes by the name Brett. The story is based around her. She loved to drink and go to the cafs in Spain. Everyone loved to drink in the book. She is French and spends her time in and out of relationships with other men, men without Jake's type of unfortunate injury. She got herself a fianc (Mike Campbell) later in the book. She loved the bullfighting and she fell in love with the bullfighter who's name was Pedro Romero. Jake Barnes is the narrator. He's smart and he was wounded in the war. Jake Barnes also loves Brett but he can never have her. His secret war wound that has left him sexually incapable. The main conflict of the story I think is about the love between Jake and Lady Ashley. She like's him in away but she has a fianc Mike Campbell and she loved him. So she goes for him. All this helped when they ended up in Pamplona and they followed the bull-running festival. They all loved to drink and go to cafs. I thought this book was ok but it had too much romance in it for me. The way the book is written makes it hard to follow the story line and understand the plot. He did a good job writing it and I would tell someone else to read it. David Blevins A4 ...

Examining School Personnel Roles and Responsibilities

Examining School Personnel Roles and Responsibilities It truly does take an army to raise and educate a child. The most recognizable employees within a school district are the teachers. However, they represent only a portion of the personnel that works within the school. School personnel can be divided into three distinct categories including school leaders, faculty, and support staff. Here we examine the essential roles and responsibilities of key school personnel. School Leaders Board of Education – The board of education is ultimately responsible for most decision making in a school. The board of education is made up of elected community members most usually consisting of 5 members. The eligibility requirement for a board member varies by state. The board of education generally meets once per month. They are responsible for hiring the district superintendent. They also generally take into account the recommendations of the superintendent in the decision-making process. Superintendent – The superintendent  oversees the daily operations of the school district as a whole. They are generally responsible for providing recommendations to the school board in a variety of areas. The superintendent’s primary responsibility is handling the financial matters of the school district. They also lobby on behalf of their district with the State government. Assistant Superintendent – A smaller district may not have any assistant superintendents, but a larger district may have several. The assistant superintendent oversees a specific part or parts of a school district’s daily operations. For example, there may be an assistant superintendent for curriculum and another assistant superintendent for transportation. The assistant superintendent is overseen by the district superintendent. Principal – The principal oversees the daily operations of an individual school building within a district. The principal is primarily in charge of overseeing the students and faculty/staff in that building. They are also responsible for building community relationships within their area. The principal is often responsible for interviewing prospective candidates for job openings within their building as well as making recommendations to the superintendent for hiring a new teacher. Assistant Principal – A smaller district may not have any assistant principals, but a large district may have several. The assistant principal may oversee a specific part or parts of a school’s daily operations. For example, there may be an assistant principal who oversees all student discipline either for the entire school or for a particular grade depending on the size of the school. The assistant principal is overseen by the building principal. Athletic Director – The athletic director oversees all of the athletic programs in the district. The athletic director is often the person in charge of all the athletic scheduling. They also often have their hand in the hiring process of new coaches and/or the removal of a coach from their coaching duties. The athletic director also oversees the spending of the athletic department. School Faculty Teacher – Teachers are responsible for providing the students they serve with direct instruction in the area of content in which they specialize. The teacher is expected to use the district-approved curriculum to meet state objectives within that content area. The teacher is responsible for building relationships with parents of children which they serve. Counselor – A counselor’s job is often multifaceted. A counselor provides counseling services for students who may struggle academically, have a rough home life, may have gone through a difficult situation, etc. A counselor also provides academic counseling setting student schedules, getting students scholarships, preparing them for life after high school, etc. In some cases, a counselor may also serve as the testing coordinator for their school. Special Education – A special education teacher is responsible for providing the students they serve with direct instruction in the area of content with which the student has an identified learning disability. The special education teacher is responsible for writing, reviewing, and implementing all Individual Education Plans (IEP) for students served. They also are responsible for scheduling meetings for IEP’s. Speech Therapist – A speech therapist is responsible for identifying students who need speech related services. They are also responsible for providing the specific services needed to those students identified. Finally, they are responsible for writing, reviewing, and implementing all speech related IEPs. Occupational Therapist – An occupational therapist is responsible for identifying students who need occupational therapy related services. They are also responsible for providing the specific services needed to those students identified. Physical Therapist - A physical therapist is responsible for identifying students who need physical therapy related services. They are also responsible for providing the specific services needed to those students identified. Alternative Education – An alternative education teacher is responsible for providing the students they serve with direct instruction. The students they serve often cannot function in a regular classroom often because of discipline related issues, so the alternative education teacher has to be extremely structured and a strong disciplinarian. Library/Media Specialist – A library media specialist oversees the operation of the library including the organization, ordering of books, checking out of books, the return of books, and re-shelving of books. The library media specialist also works directly with the classroom teachers to provide assistance in anything associated with the library. They also are responsible for teaching students library related skills and creating programs that develop lifelong readers. Reading Specialist – A reading specialist works with students who have been identified as struggling readers in a one-on-one or small group setting. A reading specialist assists the teacher in identifying students who are struggling readers as well as finding the specific area of reading which they struggle. A reading specialist’s goal is to get each student they work with on grade level for reading. Intervention Specialist – An intervention specialist is much like a reading specialist. However, they are not just limited to reading and may assist students who struggle in many areas including reading, math, science, social studies, and other subjects. They often fall under the direct supervision of the classroom teacher. Coach – A coach oversees the day to day operations of a specific sports program. Their duties can include organizing practice, scheduling, ordering equipment, and coaching games. They are also in charge of specific game planning including scouting, game strategy, substitution patterns, player discipline, etc. Assistant Coach – An assistant coach helps the head coach in whatever capacity the head coach directs them. They often suggest game strategy, assist in organizing practice, and helps with scouting as needed. School Support Staff Administrative Assistant – An administrative assistant is one of the most important positions in the entire school. A school administrative assistant often knows the day-to-day operations of a school as well as anyone. They are also the person who communicates most often with parents. Their job includes answering phones, mailing letters, organizing files, and a host of other duties. A good administrative assistant screens for the school administrator and makes their job easier. Encumbrance Clerk – The encumbrance clerk has one of the most difficult jobs in the entire school. The encumbrance clerk is not only in charge of school payroll and billing, but a host of other financial responsibilities. The encumbrance clerk has to be able to account for every cent a school has spent and received. An encumbrance clerk must be organized and must stay current with all laws dealing with school finance. School Nutritionist  Ã¢â‚¬â€œ A school nutritionist is responsible for creating a menu that meets state nutrition standards for all meals served at school. They are also responsible for ordering the food that will be served. They also collect and keep up with all monies taken in and spent by the nutrition program. A school nutritionist is also responsible for keeping track of which students are eating and for which students qualify for free/reduced lunches. Teacher‘s Aide – A teacher’s aide assist a classroom teacher in a variety of areas that can include making copies, grading papers, working with small groups of students, contacting parents, and a variety of other tasks. Paraprofessional – A paraprofessional is a trained individual who assists a special education teacher with their day-to-day operations. A paraprofessional may be assigned to one particular student or may help with a class a whole. A paraprofessional works in support of the teacher and does not provide direct instruction. Nurse – A school nurse provides general first aid for students in the school. The nurse may also administer medication to students who need it or are required medication. A school nurse keeps pertinent records on when they see students, what they saw, and how they treated it. A school nurse may also teach students about health and health-related issues. Cook – A cook is responsible for the preparation and serving of food to the entire school. A cook is also responsible for the process of cleaning up the kitchen and the cafeteria. Custodian – A custodian is responsible for the day-to-day cleaning of the school building as a whole. Their duties include vacuuming, sweeping, mopping, cleaning bathrooms, emptying trash, etc. They may also assist in other areas such as mowing, moving heavy items, etc. Maintenance – Maintenance is responsible for keeping all the physical operations of a school running. If something is broke, then maintenance is responsible for repairing it. These may including electrical and lighting, air and heating, and mechanical issues. Computer Technician – A computer technician is responsible for assisting school personnel with any computer issue or question that may arise. Those may include issues with email, the internet, viruses, etc. A computer technician should provide service and maintenance to all school computers to keep them running so that they may be used as needed. They are also responsible for server maintenance and the installation of filter programs and features. Bus Driver – A bus driver provides safe transportation for students to and from school.

Common Writing Errors Parallel Construction, Sentence Fragments

Common Writing Errors Parallel Construction, Sentence Fragments In November 2010, InternsOver40, a popular job-search site for older job seekers, published an article entitled Bobby’s Rant, Rave Whatever: Less is More? The second paragraph begins as follows: â€Å"Over the years I have ranted   to many of my close friends  that in my worst day I have more than 98% of the world. Those people who live on less than $68 dollars a month(yes month).† [sic] While I like the sentiment of this article, I am compelled to rant about its writing style.   First, there are small formatting issues like the extra space between â€Å"ranted† and â€Å"to,† and the lack of a space prior to â€Å"(yes month).†Ã‚   That’s just a tiny little rant. Did you Understand That Sentence?   Parallel Construction More notably there’s the sentence, â€Å"In my worst day I have more than 98% of the world.†Ã‚   Do you see the ambiguity here?   Honestly when I first read the sentence I did not understand it.   I thought the author was saying he had in his possession some percentage of the world.   Upon second or third reading, I realized he meant that he had more than does 98% of the world – or that he has more than 98% of the world has. On a basic level, the problem here is parallel construction.   Lack of parallel construction is an issue that plagues many writers, and that takes the sense out of sentences.   In my article about correlative conjunctions, I addressed the issue of parallel construction when using conjunctions such as both and and in a sentence.   If you read that article, you learned that the phrases after the correlative conjunctions â€Å"both† and â€Å"and† must be the same part of speech, e.g. He likes both running and swimming.   The same idea applies here. Take the following sentence.   How would you interpret its meaning? I like coffee more than my husband. Read grammatically, this sentence would imply that given a choice between coffee and her husband, the writer would choose coffee.   And although we might be able to cut corners in our spoken communications, it doesn’t work in writing. Now read: I like coffee more than does my husband. OR I like coffee more than my husband likes it. OR I like coffee more than my husband does. These versions are looking much better for the husband. To write an unambiguous sentence, we need to look at the two things being compared to ensure they are really the things we want to compare! â€Å"I like coffee more than my husband† has nouns (coffee, husband) as the compared objects, so â€Å"coffee† is compared against â€Å"my husband.†Ã‚   â€Å"I like coffee more than does my husband† has verbs as the compared objects (like, does) so we are comparing degrees of the verb â€Å"like.†Ã‚   And â€Å"I like coffee more than my husband likes it† again compares verbs (like, likes). Sentence Fragments You may also have noticed that the last sentence in the InternsOver40 paragraph is not a sentence.   It reads, â€Å"Those people who live on less than $68 dollars a month(yes month).† You can probably spot a sentence fragment when you see one.   Sometimes sentence fragments can be used to stylistic advantage, but I don’t think this particular fragment was effective, especially considering the multitude of other errors in the paragraph. If you are concerned, as I am, about what a major job seeking resource like InternsOver40 is teaching job seekers about how to write, please share your concern with them.   I personally would like to see InternsOver40 post well-written, well-edited articles that will give candidates tools to shine in their written presentation. Do you have a question about how to keep your sentence structure parallel?   Or about whether a sentence is a sentence fragment?   Id love to listen to and answer your questions.   Please share your comments below. Image courtesy Damian Cugley CC BY-SA 2.0 Category:Grammar Writing TipsBy Brenda BernsteinFebruary 21, 2011

International & Comparative Employment Relations Essay

International & Comparative Employment Relations - Essay Example As it is a comparative study, the comparison between America and Japan shows them to be on completely different sides in terms of HR systems while the position of Germany is somewhere in the middle. With the socioeconomic situation in focus, the writer concludes that socioeconomic factors become highly important for the proper establishment of an HR control system. Using these measures other HR systems can be brought in line with the socioeconomic situation the company is placed in internationally. The results are based on a literature analysis conducted by the researcher where 12 elements of a socioeconomic system are used to place the three countries on a scale. Within each of the 12 elements, there are four HRM related operands which further define the position of the HR systems in each country. As the countries were placed and ranked according to these operands and elements their relative positions became clear within the social context which is prevalent in the country. While some of these elements showed the researcher that the countries are more or less similar when it comes to approaching Human Resource Management, the majority of the elements i.e. more than 70% showed that there are vast differences between them. In these cases, American and Japanese HRM systems were at opposite ends of the scale and the German system was in the middle. In this manner, Germany is considered the middle ground between the polar opposites of Japan and America. The pattern described above became very strong when factors such as social demographics and principles of management were examined. The writer notes that the Germans have a system of co-determination when it comes to industrial relations and this is supported by the evidence presented by Block (1999) who reports that it is common to see union members on the board of a company in Germany. Similarly, Torrington and Hall (2002) note the importance of HR in America which is supported by the

ENTREPRENEURIAL SURVIVAL Essay Example | Topics and Well Written Essays - 750 words

ENTREPRENEURIAL SURVIVAL - Essay Example As a result of this, the paper focuses on the types of accounts and reports small and medium-sized companies deliver to Company House; showing the deadlines, methods of filing these and the consequences for failure to do the same. There are hundreds of millions of businesses set up each year globally. Starting ones business is always a very exciting experience filled with ambitions and expectations. However, statistics show that out of every 5 businesses set up, 4 will fall in a span of three years. This therefore calls for one to pay attention to the list of options at his disposal and the legal framework involving each and every one of them. This refers to an individual who runs by his/ herself an unincorporated type of business. This is always the easiest option that does not involve much framework. This individual incurs taxes under the system of Inland’s Revenue Assessment with income tax come to after deductions of legitimate expenses incurred by the business and one’s personal allowance. The sole trader is accountable for all the company’s debts and profits. This is a cooperation of at least two individuals solely bound with the shared vision of doing business together. They operate within the boundaries of the Partnership Act of 1890. However, this type of structure does not have its own legal personality hence the partners are to answer for any debts the business incurs. The partnerships agreement covers for: Incorporating what the business per takes of blows a new breath into the whole scene as the business is now viewed as legal person different from the directors. The profits and losses incurred are only limited to the company and it too has its obligations. This therefore means that upon the exit of the management or the shareholders, the company does not cease to be. This is also known as a limited â€Å"company†. A limited company has a higher probability of incurring less tax compared to the other types of companies.

Creationism and Darwinism Essay Example | Topics and Well Written Essays - 500 words

Creationism and Darwinism - Essay Example While one is the more "scientific point" of view, and the other a religious point of view, both have their massive followers, and both have strong points as well as weak arguments. In creationism, the belief is that the world and people were created by a supreme being, usually God. This is the belief held by the majority of major religions, that God himself created the earth and mankind. This idea is based strongly on faith alone, and is depicted both in the Christian and Jewish book of Genesis, and the Koran for Muslims. Many Christians feel that the book of Genesis offers an actual account of the creation story, and that it should be taken literally. However, this is a hard pill to swallow for most people, saying that the book was written by humans and it therefore full of error and may not be exactly what happened. Another argument is that the story may simply be a story to teach a lesson. I do not believe that you can take every single word in the Bible exactly as meant, and that some of it IS in fact figurative. This does not fully disprove creationism however. The scientific held though is the evolution of people as taught by Darwin. It was in Darwin's Origin of Species that he conned the phrase "survival of the fittest", that evolution was continentally evolving and changing.

Why might democracies be more peaceful in their relations with each Essay - 1

Why might democracies be more peaceful in their relations with each other than with state that are not democracies - Essay Example A State is formed when a group of people organize themselves and decide to live together peacefully in society on the bases of common goals, identity, ancestry, language, culture, religion, ethnicity, history, customs, and territory. Society may also be defined as a broad grouping of people living in a common area and having common traditions, institutions, activities, and interests (Laswell and Kaplan 1960). The family is the basic unit of society, and a family is formed when two or more human beings decide to live together to pursue common goals. From these commonly accepted definitions can be distinguished one characteristic that defines families, societies, and states: they share common interests. Social scientists have observed that, normally, sharing common interests help people to live together peacefully, because each one is different and unique in terms of capabilities. Through personal experience, people learn that they cannot do everything, so they have to depend on each other. In the process, they realize they cannot have everything, so they surrender some of the things they want to get others they want more or that would help them survive. In society and among States, the balance of power between two or more agents is what ultimately decides their courses of action. The same holds true for nations and States, which is why until now, wars are fought and peace has been elusive. It has been only some sixty years since a bloody world war was fought, and less than two decades since the Cold War ended (Kennedy 1999). These show that more than common interests and balance of power, there is a third factor that governs the relationships among States: ideologies. An ideology is "a set of ideas that are in some logical way related to one another" (Ranney 2001, p. 69-70). Macridis (1992) suggested four criteria to distinguish ideologies from ideas: comprehensiveness, pervasiveness, extensiveness, and intensiveness. Ideologies that are well-developed contain five basic components: values, vision of the ideal polity, conception of human nature, strategy of action, and political tactics. Among the well-known ideologies (Ranney counted at least fifty-five, mostly ending in -ism), this discussion focuses on democracy, one of the most difficult to understand and define because many along the wide spectrum of political ideologies use it to support their aspirations, from left-wing Communists to right-wing Fascists, from liberals to conservatives. What is Democracy Ranney (2001, p. 95) defines democracy as a "form of government organized in accordance with the principles of popular sovereignty, political equality, popular consultation, and majority rule." This definition specifies that there are four principles of democracy (p. 96-98). The principle of popular sovereignty requires that "the ultimate power to make political decisions is vested in all the people rather than in some of them or one of them". The principle of political equality requires that "each adult citizen has the same opportunity as every other adult citizen to participate in the political decision-making process"; this is also known as the "one person, one vote" principle. The popular consultation principle has two requirements: first, there should be an institutional machinery through

Kmart De Mexico Case Study Example | Topics and Well Written Essays - 1500 words

Kmart De Mexico - Case Study Example It is observed that while the understanding of Mexican people and their culture is definitely an advantage with the US managers of Mexican descent, they carry the disadvantage that they bring with them an attitude of superiority over fellow countrymen. The feeling of superiority may hinder the working relationship the executives have with the staff subordinate to them. Normally the employees have a tendency to work efficiently under a differently oriented boss than their own class. At the same time the executive who hold the portfolio of buying must have a basic understanding of the tastes, cultures and behavioural pattern of the Mexicans. Considering these, the strategy for hiring executives is: While Kmart US is following the policy of empowerment of executives, encouraging them at all levels to take independent decisions, the same strategy could not be adopted in Mexico due to the following reasons: Because of these negative factors, encouraging decision making at the lower levels can not be attempted in the initial stages. With continuous training programmes and education of staff at all levels independent decision making ability of the staff can be achieved in future. 5.0 Adequacy of Training Programmes for staff: Since the training programmes meant for all operational positions in the store consisting of various courses and films developed in the United States would ideally fit only for those with a formal higher education, Kmart de Mexico cannot adopt the same programmes for training the personnel in Mexico. There is the need for developing a 'basic training course' to prepare the Mexican staff to receive the formal training of Kmart US. Because of the young average age of the staff it is quite possible for the company to provide the same training as of the United States once they are equipped with the basic training modules designed to prepare them for receiving the

Film Analysis-Holes Essay Example | Topics and Well Written Essays - 750 words

Film Analysis-Holes - Essay Example The Warden assigns the daily chore of digging holes five feet deep, in the dry lake on a daily basis. She dominates everyone involved in the camp, inflicting pain on the assistant warden and threatening the patient counselor, Pendanski. It is evident that she is in control of her surroundings and those she interacts with. The empty lipstick tube with the initials KB, found by one of the boys during their daily digging of the holes, appears to hold special meaning for the warden. After the tube is brought to her, the warden becomes seemingly more powerful, inflicting her wounds and passing judgment on the others, with the exception of Stanley. The lipstick tube represents feminine control, power and intuition. The tube bears the initials of ‘Kissin Kate.’ This is a woman who, one hundred years prior, predicted doom for the people of Green Lake, after they killed a black man, Sam, for sharing a kiss with her. Katherine Barlow’s prediction of â€Å"punishment 2 from God† (Davis) does occur as the lake dries up and all vegetation disappears. The lipstick tubes seems to almost transfer the feminine intuitive powers from Kissin Kate to the warden. She seems to favor Stanley, as if she knows he is not the criminal he is reported to be, almost as if she knows the other boy took the case from Stanley to earn favor with her. Her special sense about Stanley is similar to that of Kate, about Sam. In both Green Lake settings, it is the women who possess the control and power, or matriarchic determinism.

Kmart De Mexico Case Study Example | Topics and Well Written Essays - 1500 words

Kmart De Mexico - Case Study Example It is observed that while the understanding of Mexican people and their culture is definitely an advantage with the US managers of Mexican descent, they carry the disadvantage that they bring with them an attitude of superiority over fellow countrymen. The feeling of superiority may hinder the working relationship the executives have with the staff subordinate to them. Normally the employees have a tendency to work efficiently under a differently oriented boss than their own class. At the same time the executive who hold the portfolio of buying must have a basic understanding of the tastes, cultures and behavioural pattern of the Mexicans. Considering these, the strategy for hiring executives is: While Kmart US is following the policy of empowerment of executives, encouraging them at all levels to take independent decisions, the same strategy could not be adopted in Mexico due to the following reasons: Because of these negative factors, encouraging decision making at the lower levels can not be attempted in the initial stages. With continuous training programmes and education of staff at all levels independent decision making ability of the staff can be achieved in future. 5.0 Adequacy of Training Programmes for staff: Since the training programmes meant for all operational positions in the store consisting of various courses and films developed in the United States would ideally fit only for those with a formal higher education, Kmart de Mexico cannot adopt the same programmes for training the personnel in Mexico. There is the need for developing a 'basic training course' to prepare the Mexican staff to receive the formal training of Kmart US. Because of the young average age of the staff it is quite possible for the company to provide the same training as of the United States once they are equipped with the basic training modules designed to prepare them for receiving the

Philosophy Trinity Essay Example for Free

Philosophy Trinity Essay Many philosophers have addressed and questioned the subject regarding the unity and trinity of God. Yahya Ibn Adi was a philosopher and a Monophysite scholar of the Arab Classical Period who has firmly given treatises of his own interpretation on this subject. This has caused manygfjkfgmngcccccccccccccccccccccccccccccccccccb scholars and other philosophers to critique his understandings and express their own viewpoints of Yahyah Ibn Adi’s philosophy on the unity and trinity of God. Emilio Platti in his article Yahya B. Adi And His Refutation Of Al-Warraq’s Treatise On The Trinity In Relation To His Other Works and Sidney H. Griffith in her article Commending Virtue And A Humane Polity In 10th Century Baghdad The Vision of Yahya Ibn Adi are two scholars who explored Yahya’s refutations. In their articles they discuss b a good indication to what Yahya’s belief was on the subject of unity of God. Many philosophers challenged his standpoints on the unity as well as the trinity resulting in Yahya to refute the situation. Two philosophers in particular who attributed Yahya’s treatises were Al-Kindi and and Al-Warraq. One of Al-Kindi’s reasoning for attributing Yahya’s treatise on the unity and trinity of vb the unity of God. Griffith explains how Yahya firmly asserts that â€Å" God is said to be ‘one’ in number in reference to his ‘substance, while in reference to his ‘quiddity’ or whatness’, which, according to Yahya, is essentially described as being ‘generous/good, ‘wise’, and ‘powereful’, he is ‘three’†4 In comparison with Griffith’s article, Emilio Pratti critiques how Yahya refutes to Al-Kindi’s attribution on treatise on the unity. Pratti believed that â€Å"To al Kindi, he underlies that the Christians say on the one hand, that the Creator is one, and that his quiddity is one, but they also say, on the other hand, that He is three, as far as He is good, wise and powerful.. †5 Pratti stresses that this is not a contradiction because we can use â€Å"one† in the sense of one in subject and many in definition. In Pratti’s conclusion, he raises the questions â€Å"b in different ways, based on what the Scriptures are saying to them? Why should God not be present in a human being, as we understand it from the Gospels? † Pratti closes his argument insisting that there is no indication that this would be impossible, he believes there are many indications that God can certainly expose himself as such Emilio Platti’s argued that when it came to Yahya’s refutations, he found his ideas to be offered in an unorganized and sometimes contradictory way. Platti also scolds how certain arguments by Yahya Ibn Adi’s may be given in a particular reply. In regards to how Yahya Ibn Adi responds to those who challenge his treatise, Pratti states that â€Å"†¦most of his apologetical works are written in the form of a rebuttal; he quotes, most probably in extensor, an already existing refutation of the Christians by a Muslim-or a refutation of the Jacobites by a Nesotrian – and replies paragraph by paragraph† (173) Pratti argues that this way of responding has several consequences. vcghaks about how Yahya replies to the philosopher Al-Kindi’s treatise on the unity. To al Kindi, he underlies that the Christians say on the one hand, that the Creator is one, and that his quiddity is one, but they also say, on the other hand, that He is three, as far as He is good, wise and powerful†¦.. Pratti asserts that this is not a contradiction for we Pratti raises the questions â€Å"Why should God not reveal Himself under the three aspects of his hypostases, designated by the Christians in different ways, based on what the Scriptures are saying to them? Why should God not be present in a human being, as we understand it from the Gospels? † Pratti concludes that there is no indication that this would be impossible, he believes there are many indications that God can certainly expose himself as such. Sidney H. Griffith discusses how Yahya refutes back to Al-Kindi†¦Griffith says â€Å"yahya ibn adi’s habit of quoting large portions of the texts of those with whose ideas he disagrees in his refutations of them that a significant portion of the lost work of an important comparative religionist in the early Islamic period, Abu Isa al-Warraq has survived, allowing a modern editor to bring out an edition of what he considers to be the major part of Abu Isa’s anti-Christian work. Griffith describes Yahya Ibn Adi’s unity of God to be.. Griffith describes how Yahyah Ibn Adi wrote a handful of apologetic texts of his own in the Kalam style defending the doctrine of Trinity. Griffith describes . yahya argues Al-Kindi challenged Yahyah Ibn Adi’s treatise as well. Yahya’s rebuttle was that â€Å"given the Muslim philosopher’s own description of God as simultaneously God as ‘one’ and as ‘substance, al-Kindi too faced a logical conundrum involving the notions of ‘one and ‘three’. †(89) Yahya further claims that Al-Kindi misused technical terms When it came to Yahya’s discussion of the Christian doctrinal formulae, he found that Al-Kindi misinterpreted and misused technical terms that were comprised in it. Yahya also clarifies that God is said to be ‘one’ in number in reference to his ‘substance’. Griffith goes forth to say that Yahya goes to considerable lengths to dispose of what he considers to be logically faulty definitions of the ‘one’. Yahya describes God of having three attributes which are goodness/generosity, wisdom, and power. When Yahya responds to other philosophers challenging his treatise, he speaks of the three divine attributes One philosopher in particular who challenged Yahya’s philosophy on the unity and trinity of God was al-Kindi. Al-Kindi’s reasoning for this was that he wanted to â€Å"challenge Christians for the unreasonableness of their al-talit on the foundation of â€Å"logic and philosophy, and more specifically on the grounds that their Trinitarian confession necessarlily involved the repulsive idea of introducing â€Å"composition (al-tarkib) into the God head† To sum up Al-Kindi’s response, he believed that the God, Jesus, and the Holy Spirit were not eternal. Griffith then describes Yahya’s reaction to this by stating that â€Å"Yahya argues that given the Muslim philosopher’s own description of God as simultaneously God as ‘one’ and as ‘substance’, al –Kindi too faced a logical conundrum involving the notions of ‘one and three. ;† Griffith also affirms that Yahya further found that al-Kindi misinterpreted and misused technical terms that were comprised in his argument about the unity of God. Griffith explains that Yahya asserts that â€Å" God is said to be ‘one’ in number in reference to his ‘substance, while in reference to his ‘quiddity’ or whatness’, which, according to Yahya, is essentially described as being ‘generous/good, ‘wise’, and ‘powereful’, he is ‘three’† This paper will demonstrate how two critics have formed and expressed their own understandings of Yahya’s treatise on unity and trinity of God. How yahya responds to other scholars attributes on his treatise. Many philosophers challenged Yahya Ibn Adi on his treatise on the unity and trinity of God. In Emilio Platti’s article, he critques how Yahya refutes to others about their attributions to his own works. This paper will demonstrate how two critics have formed and expressed their own understandings of Yahya’s treatise on unity and trinity of God. How yahya responds to other scholars attributes on his treatise. Many philosophers challenged Yahya Ibn Adi on his treatise on the unity and trinity of God. In Emilio Platti’s article, he critques how Yahya refutes to others about their attributions to his own works. In conclusion, it is evident that there are many ways to interpret Yahya Ibn Adi’s treatises on the unity and trinity of God. There are also numerous ways one can interpret how Yahya refuted back to his own critiques. Griffith and Pratti are two critics who certainly had similar interpretations of Yahya’s refutations.

The Importance of Heritage Conservation

The Importance of Heritage Conservation Heritage conservation is important for identifying, recording, analysing and protecting heritage and cultural resources. Conservation of heritage buildings is an important tool in city development which can be seen in some cities in the world. It plays an important role to define the landmark within the heritage area as well as to generate economic return and to support the tourism industry. Conservation of heritage buildings is very important because it provides a sense of identity and continuity in a fast changing world for future generations. Heritage buildings basically represent the past history and culture of a nation. They constitute together the architectural heritage of an area. Heritage buildings possess historical values resulting from their beautiful architecture and their correlation with important events that occurred in the heritage area such as religious, social and political events. Heritage buildings are subjected to processes of degradation with time, which leads to a situation in which they became not able to fulfil the purpose for which they were built. For example, in Canada about 20 percent of pre-1920 heritage buildings to demolition over the last 30 years has been lost (Heritage Canada Foundation website, 20 December 2012). Therefore, heritage buildings need an important tool to protect them. Conservation guidelines of heritage buildings are one of the proposed resolutions for protecting heritage buildings. The absence of these guidelines leads inevitably to deterioration of heritage buildings. They must be created and developed to ensure that any important changes in conservation work are undertaken in the most ways possible to preserve the heritage structures, historic character and features. They prevent the random works that have spread in the conservation projects of heritage buildings. On this basis, conservation guidelines for developing and utilizing these properties must be established. Libya is a treasure chest of historic and ancient cultures. Great civilizations flourished in the country, including Phoenician, Greek, Roman, Byzantine, and Islamic. They all left lasting imprints of their cultures. Libya has five official UNESCO cultural heritage sites. The five sites added to the World Heritage List between 1982 and 1986 provide a clear illustration that Libya has a heritage whose incalculable value belongs to all humanity. The old city of Ghadames (OCG) is one of the official UNESCO cultural heritage sites that Libya has. The OCG is a major desert city and played an important role as a cultural and trade centre between the Mediterranean and Africa for over 1400 years. It was declared a world heritage site by UNESCO in 1986 in recognition of its rich cultural heritage. Tourism plays an important role in the old city of Ghadames with many visitors from all over the world coming to attend the Annual Festival of Dates which is held in October. The conservation of heritage buildings of the old city of Ghadames will preserve and restore a valuable piece of Libyas heritage and also contribute to the development of the city as an important tourist destination. This research attempts to assess the overall structural integrity of the heritage buildings of the old city of Ghadames as well as provide and develop conservation procedures and guidelines for repairing and conserving heritage buildings of the old city of Ghadames, world heritage site. Problem Statements Defects of heritage buildings can result from the degradation of the construction materials or from the damage of the heritage building elements due to mechanical actions. Heritage buildings are subject to process of degradation with time. In other words, the degradation of the construction materials is a process that develops naturally with time, and can be accelerated by chemical, physical or biological actions. For this reason, several researches were conducted all over the world to assess the existing conditions of heritage buildings. For instance, A Ghafar Ahmad et al. (2008) assessed the existing conditions of heritage buildings in Malaysia with the main focus on the conditions of building defects and conservation approach used for these buildings. The research found that most of the defects that occur in heritage buildings in Malaysia were at external walls followed by internal walls and etc. Other research by Hashimah Shuhana (2005) where the two researchers assessed the strength of the old shophouses and the impending factors that threaten the continuous presence of these heritage buildings Malaysian town. The findings indicated that the practice of conserving the old shophouses is still not effective. A more effective measure in preserving the old shophouses needs to be undertaken. In addition, Itma M. A., (2007) assessed the situations of conservation projects in Palestine especially in the old city of Nablus. He found that heritage buildings of the old city of Nablus, Palestine, suffer from many random preservation. Although defects of heritage buildings can result from the degradation of the construction materials or from the damage of the heritage building elements due to mechanical actions. However, there is another risk which threatens the sustainability of the heritage buildings. Move of inhabitants of heritage buildings to modern concrete buildings with modern amenities is also a great risk that leads to heritage buildings deterioration. When inhabitants live in the heritage buildings, their houses are well maintained; some continue to be in excellent conditions and are properly cared for. If inhabitants stay in their heritage houses, they surely perform maintenance works periodically. In contrast, if they abandon their heritage houses, it will lose its vitality. This occurred in many heritage cities in the world. For example, many people moved away from the neighbourhood of Le Village in Cornwall, Ontario in Canada and sold their homes to investors who rented them out, when the textile mi lls in the area shut their doors. The layoff of many residents of Le Village marked the beginning of the deterioration of the communitys physical conditions. To resolve this problem, Friedman et al. (2002) developed urban and architectural guidelines for conservation of the neighbourhood of Le Village in Cornwall, Ontario. Another example occurred in China, when many younger and richer residents have moved from the old city of Yangzhou to the new city areas due to the deteriorating physical conditions of the heritage buildings. To make people return back to the old city of Yangzhou, Longbin (2007) developed a detailed design guideline for the whole old city Yangzhou in China. Like these events occurred also in the old city of Ghadames, Libya when the inhabitants moved out of their heritage houses of the old city to modern city in the early 1980s. Since then, the United Nations Development Programme (UNDP) has carried out a project on the old city of Ghadames its objective was to encourage and motivate the inhabitants to come back to the old city. The project was completed in 2004 as part of the Tourism Master Plan (United Nations Development Programme and UNDP Office for Project Services Report, 2007). Even though the project maintained source of water (Ain Al-Faras), restored some heritage buildings a nd repaired streets. However, right now the inhabitants have not come back to the old city yet. This is also confirmed by UNESCO Report (2010) where the report mentioned that the old city of Ghadames has not yet seen the return of its inhabitants. Based on the above, assessment of the overall structural integrity of the heritage buildings of the old city of Ghadames, world heritage site, Libya is very important before developing the conservation guidelines for heritage buildings in the old city. Furthermore, there is a significant lack of researches conducted on the heritage buildings of the old city of Ghadames in spite of its heritage importance. Even though few studies were done on the old city and the modern city of Ghadames. However, none of them assessed the overall structural integrity of the heritage buildings of the old city of Ghadames. Additionally, none of them attempted to develop conservation guidelines to protect the heritage buildings of the old city. Some of research studies were carried out by Chojnacki, (2003); Elwefati, (2007); and Nura S. et al. (2006). Besides that there is a lack of expertise and specific conservation guidelines for heritage buildings in the old city of Ghadames resulted of dilemma in the management of the municipality to preserve the heritage buildings. The level of understanding of the heritage buildings in Libya still remains low. Without any documentation the beauty of the heritage buildings will be lost due to age factor and climate change. Lack of expertise in the maintenance of heritage buildings is also a source of beautiful heritage buildings are damaged or destroyed. There is a lack of technical knowledge to repair and maintain heritage buildings in the old city of Ghadames. Since late 1980s, several studies on the conservation of heritage building of the old city of Ghadames have been undertaken with the assistance of the United Nations Development Programme (UNDP) and specialized (UN) agencies and other private or government entities. However, none of these studies have led to any concrete steps or conservation of heritage buildings of the old city in translating the plans into specific actions (UNDP Report, 2001). So far, no guideline on conservation guidelines for preserving heritage buildings of the old city of Ghadames has been developed in spite of its importance to protect heritage buildings (Arrabti, 2011; Al-Hasi, 2011). This was confirmed by Azzuz (2000) where the researcher has confirmed non-existence of any guidelines to maintain and enhance the character and integrity of the heritage buildings of the old city of Ghadames. Based on the discussion above, the main problem of this research results from the lack of: (1) Studies conducted on conservation of heritage buildings in Libya, (2) expertise and specific guidelines for heritage buildings in the old city of Ghadames, and (3) a suitable system in force for discovering and recording the heritage buildings in Libya. Therefore, the current research aims at identifying problems encountered in the heritage buildings in the old city of Ghadames, and suggests some conservation guidelines and references for the conservation of heritage buildings in the old city and which are all gazetted as national heritage buildings. Policies and guidelines to be provided are generally and specifically on an analysis of the heritage buildings. Research Questions Based on the research problem statements, the research questions mainly focus on the following areas: Is there any structural damage in the heritage buildings of the old city of Ghadames, world heritage site, Libya? How to repair and maintain the structural damages of the heritage buildings of the old city of Ghadames, world heritage site, Libya? Is there any conservation guidelines on heritage buildings of the old city of Ghadames, world heritage site, Libya? Objectives of the Research The main thesis objective is to assess the overall structural integrity of the heritage buildings of the old city of Ghadames as well as provide and develop conservation procedures and guidelines for repairing and conserving heritage buildings of the old city of Ghadames, world heritage site. The objectives of this research are: To assess the overall structural integrity of the heritage buildings of the old city of Ghadames, world heritage site, Libya. To provide conservation procedures for repairing and maintaining the structural damages of the heritage buildings of the old city of Ghadames, world heritage site, Libya. To develop the conservation guidelines and policy for the improvement and conservation of the heritage buildings of the old city of Ghadames, world heritage site, Libya. Scope of the Research Conservation of heritage sites includes generally, buildings, artefacts, structures, areas and precincts of historic, aesthetic, architectural, cultural or environmentally significant nature (heritage buildings and heritage precincts), natural feature areas of environmental significance or the sites of scenic beauty. The research does not discuss heritage in general, but mainly focuses on the built environment. The economic and social aspects are mentioned, but are not the main emphasis in this research. For instance, when discussing about the impact of conservation on the economy, the built environment is regarded as the main emphasis. The defined scope of the research is then conservation of heritage buildings in Libya. Heritage buildings of the old city of Ghadames were chosen as a representative city for conservation of heritage buildings in Libya. This was done so that to address its past, present and its future possibilities. The old city of Ghadames is one of the most typical tourism cities in Libya. This research does not cover all heritage cities in Libya, but the case of the old city of Ghadames has some characteristics and features with other heritage cities. Namely, the present research covers heritage buildings of the old city of Ghadames including houses, mosques, and shops. Public buildings and the surrounding environment of the heritage area of the old city of Ghadames are not addressed by this research. Therefore, the study focuses on heritage houses, mosques, and shops of the old city of Ghadames as one of the famous places of the Ghadames heritage area. 1.6 Significance of the Research The significance of the research results from the historical importance of the heritage buildings of the old city of Ghadames. Heritage buildings of the old city of Ghadames are an interesting case for investigation because the old city is considered one of the most prominent tourist destinations, and one of the most beautiful heritage cities in the desert. It has been recognized by several important international organizations such as the UNESCO and the Organization of World Heritage Cities. The United Nations Educational, Scientific and Cultural Organization (UNESCO) has classified the old city of Ghadames like a heritage city and protected by the organisation in 1986, and classified it the third oldest city in the world (United Nations Development Programme and the UNDP Office for Project Services Report, 2007). The significance of this research also highlights from the architectural design of the heritage buildings of the old city which makes the old city of Ghadames important for studying its heritage buildings. The architecture of the heritage buildings of the old city is focused on resolving the climate problem and privacy. According to Nura S. et al., (2006), most of the people leave their houses in the new town of Ghadames and migrate to the old town and other cities during the summer, because the material of building construction and the air-conditioning in modern houses is unable to cope with the torrid heat of the desert and only the clay houses of the old town maintaining a degree of coolness, in summer-time the old town is still comfortable for living because of the good shelter against the extreme desert heat. In addition, the old city of Ghadames is located in desert regions. Therefore, it can be seen that its buildings are designed with flat roofs, small openings, and heavy weight materials such as dried mud. The thick exterior roof and walls help to absorb temperature fluctuations and, therefore, keep internal temperatures from rising above the outside surface temperature. An important function of the roof is its colour. A white or light coloured roof will stay approximately the same temperature as the outdoor air during the day, and 6-10 Celsius cooler than the outside air at night. This is an important feature because the cooler night times air will be channelled down by the slope of the roof and into the rooms in the building. One function of the small openings is to prevent dust from entering buildings. Windows are arranged so that equal areas are open on the windward and leeward sides of the building. The reason for this is very simple; the air stream can be directed into rooms tha t need constant ventilation such as the bedroom. When one window is positioned higher than another, thermal force will direct the airflow from the high window to the lower window creating good ventilation. Courtyards, patios, and verandas are other common features of heritage buildings in the old city of Ghadames. With high walls, these outside areas provide shade and a relaxing environment for their inhabitants for social gatherings, evening entertainment, food preparation, and domestic work such as laundry. Another way to provide shade in a more aesthetically pleasing way is through greenery. For example, trees, shrubs, and bushes provide natural shade from the sun while giving the courtyard area a pleasing look. Why are these outside areas so important? They are important because essential functions happen outside like cooking and entertaining. The outside environment in hot regions is just as important as the inside because it is a daytime relief from the intense climate. This beautiful architecture is worthy to investigate by study. This research is important because it focuses on heritage conservation which generates significant benefits to the economy. Based on the literature, benefits of the conservation of the heritage buildings are many. Economical benefits are considered one of them. Several studies confirmed that historic conservation yields significant benefits to the economy. In other words, these studies revealed that historic conservation is considered as an economic development tool. Namely, it yields significant benefits to the economy. For example Rypkema (1991) compared the relative costs of building conservation versus new construction, and found that building conservation makes more economic sense than new construction. Another study by Wolf et al (1999) where the researchers reached the same conclusion by Rypkema (1991). They found that in many cases; it is more efficient and profitable to preserve historic buildings than construct a new building. In addition, A Colorado Historical Society repo rt (based on an economic study conducted by Clarion Associates, et al, (2002) began, Studies across the country have shown that historic preservation acts as a powerful economic engine, creating tens of thousands of jobs and generating significant household income. On this basis, this research is deemed very important because it helps to develop tourism resources and exploitation of the architectural patrimony through re-using them and creating jobs. The significance of the research appears also from its main objective. As mentioned previously, this research attempts to develop conservation guidelines for the heritage buildings of the old city of Ghadames. According to the literature, conservation guidelines should be developed to control changes done by conservation works on heritage buildings and to prevent random conservation works that lead to deterioration of the heritage building. A research by Itma, (2007) confirmed that issuance of instructions for maintaining heritage buildings such as obtaining the official demobilization to change or demolition or addition of a supplement of the heritage building is very important. Therefore, conservation guidelines ensure a better way to preserve heritage buildings. It is a good tool for protecting heritage areas. Accordingly, this research is considered very important. Research Contributions The following contributions can be highlighted from this research: This research is expected to give a contribution in providing policy and guidelines that will become the future reference for other heritage buildings located in the desert region. In addition, the appropriate conservation guidelines provided by this research can be used by the conservator and building contractors to guide them through conservation works. The investigation into this area increases the understanding of the role of conservation guidelines to protect heritage buildings and contribute to the literature by extending the current body of knowledge on this issue. The study can be benefited by policy maker, professional urban planners, architects, and historians. This study attempts to adopt historic conservation policies for heritage buildings in Libya. Therefore, policy maker may utilize findings of this study in determining their policies and practices. 1.8 Organisation of the Research The research is organised as follows: Chapter One, Introduction, provides background to the research and delineates the structure of the thesis. It presents research issues including the research problem and outlines research questions. The Chapter exhibits the research objectives which establish the purpose of the study, considers potential limitations, discusses significance of the research and outlines the contributions of the research findings. Chapter Two, Literature Review, reviews the relevant literature regarding conservation of heritage buildings. It discusses international organisations that have an interest with heritage buildings, approach of architectural conservation and heritage buildings. In addition, the Chapter outlines conservation theory related to this research. Chapter Three, Research Methodology, explains the way, which is selected for this independent study to show the applied research method in this part. It gives an understanding of how the practical work and data collection has been conducted, as well as how the results have been analysed. It describes the research methodology base on the literature review in Chapter Two. Chapter Four, The Overview of the Old City of Ghadames, outlines the case study of the old city of Ghadames. It provides background information on the heritage buildings of the old city of Ghadames. The Chapter discusses also the Outstanding Universal Value (OUV) of the World Heritage Site of Ghadames and shows the heritage sites added to the World Heritage List in Libya. Chapter Five, Case Studies, is dedicated to case studies. Some international experiences are addressed in this Chapter to benefit from them to achieve objectives of the research in chapter one. Chapter Six, Analysis and Findings, offers an in-depth discussion on the development of the conservation guidelines for the heritage buildings of the old city of Ghadames. Chapter Seven, Conclusions, discusses the outcome of the research (i.e. Design guidelines). It also provides a discussion for the testing of research objectives.

MORPHINE Essay -- essays research papers fc

MORPHINE Morphine is a narcotic analgesic drug, which means that it is a downer painkiller. It is most commonly given intravenously (by injection) for more rapid results, but it can also effectively be given orally. It has a remarkable ability to reduce physical distress, and its calming effect protects against exhaustion in traumatic shock, internal hemorrhage, and several other conditions. This drug is truly a miracle worker. Morphine is an opiate, coming from the poppy seed. It was first isolated from opium in 1803 (some sources say 1806) by the German pharmacist F. W. A. Serturner, who named it after Morpheus, the god of dreams. Morphine was first used as a painkiller, and mistakenly, as a cure for opium addiction. Morphine quickly replaced opium as a cure-all recommended by doctors, not to mention its popularity as a recreational drug. The exchange of morphine addiction for that of alcohol was considered positive for the reason that alcohol was harder on the body, and more likely to trigger antisocial behavior. By the time heroin was discovered in 1874, morphine had already addicted hundreds of thousands of people. Soon heroin found its way to the level of morphine and codeine. Since the practice of selling patent medicines had no regulation until 1906, with the Pure Food and Drug Act, it was common to simply mail order any of these drugs. Morphine played a part in the American Civil War as well. Not only was it commonly the companion of a soldier injured on the fiel...

Case Study on Pregancy Pain :: essays research papers fc

Case Study #7 A pregnant (5 mo.) woman is reporting pain and an enlargement in her lower right quadrant comes to seek advice on different ways of imaging the area without endangering her baby. What do you explain and advise?   Ã‚  Ã‚  Ã‚  Ã‚  I would also ask questions as to whether or not she is suffering from any other symptoms. Ordering blood and urine work on her is also an excellent idea. In Amanda’s case study she suggested the pelvic ultrasound. I would take it even a bit further. It is called a â€Å"transvaginal ultrasound†.   Ã‚  Ã‚  Ã‚  Ã‚  I would explain to her the benefits and/or risks of using this remarkable device. The ultrasound has been around since the 1950s and is considered safe and non-invasive. However, a transvaginal ultrasound is. (3) Transvaginal ultrasound is a method of imaging the genital tract in women. The ultrasound machine sends out high-frequency sound waves, which bounce off body structures to create a picture. With the transvaginal technique, the ultrasound transducer (a hand-held probe) is inserted directly into the vagina and is, therefore, closer to pelvic structures than with the conventional transabdominal technique (with the probe on the skin of the abdomen), providing superior image quality. This test can be used during pregnancy. A transvaginal ultrasound takes it a bit further than a regular pelvic ultrasound. In this way, it rules out things like ectopic pregnancy, ovarian cysts, fibroid tumors and other abdominal/pelvic diseases like PID (pelvic inflammatory disease). The transvaginal ultrasound is even better than the pelvic ultrasound. Doing her ultrasound this way will better pick up any potential problems too small enough for the pelvic ultrasound to catch. I would prefer it this way myself. Ovarian cysts occur when there is a lot of fluid swelling inside the ovary. However, they usually will dissolve on their own. If an ovarian cyst does not dissolve after the next 1-2 menstrual cycles, the doctor would usually try to monitor their activity. If it enlarges, the doctor may suggest removal of the cyst(s). (1) Fibroid tumors are usually benign (non-cancerous) tumors found, most often, in the uterus of women in their 30's and 40's, although they occasionally develop on other organs which contain smooth muscle cells. Fibroid tumors are solid tumors, which are made of fibrous tissue, hence the name 'fibroid' tumor. Most often fibroids occur as multiple tumor masses, which are slow-growing and often cause no symptoms. The size of fibroids varies immensely among women and some are so small that a microscope is required to see them.

How Ge Is Disrupting Itself

How GE is disrupting itself? Executive summary Though having been launching products in emerging markets for few decades, GE’s leaders realized that it is vital to change their business model not only to reach their full potential growth but also for defensive reasons. Authors called the progress used to complete that task reverse innovation. Reverse innovation is all about decentralization and local market focus such as local based and managed market, which is believed to be able to make GE more successful in developing countries.However it is completely opposite to globalization that created unsolved conflicts between two strategies. In this article authors will reveal to us what GE did to overcome these conflicts. In the realization that emerging markets are very different to markets in developed countries, they realized the necessity of adjusting the business model to adapt to the new environments, which may lead to two core assumptions: * Emerging economics will largely e volve in the same way that wealthy economics did. Products that address developing countries, special needs can’t be sold in developed countries because they are not good enough to compete there. However research and analysis over India’s markets gave us the different results. It is reported that emerging market could develop even greater than in developed countries because of their great willingness to adopt new innovations. And on the contrary products that have been launched in emerging market could possibly create new markets in developed world.For deeper understanding, the conflict is not only about the strategy which make globalization successful might make reserve innovation impossible and in return. It also lies at the executives who are not familiar to the new markets. Being aware of the difficulty company has to face when changing long established structures and attitudes, however for the sake of opportunity of future growth, GE came out with new business mod el called Local Growth Team model (LGT). LGT and its five critical principles are xplained more clearly via example of launching compact ultrasound in China: * Shift power to where the growth is: give broader power to local authority to their executive leaders of GE in China. * Build new offerings from the ground up: start with new architecture which is to shift hardware form to software form in order to make it easier to carry. * Building LGTs from the ground up, like new companies: rewrite completely new value chain such as local recruiting, target customers as the dealers etc. * Customize objectives, targets, and metrics: learning by testing and experiments. Have the LGT report to someone high in the organization to maintain the strong support from the top and to mediate conflicts between the team and the global business. Overall the biggest challenge of GE is mentioned about is to change the mind-set of managers who have spent their careers excelling at globalization. Personal a rguments People have been talking about globalization for whole decades, and now we are introduced to a new definition of the vital business model of future: Reserve innovation together with the rising of Asia in 12st century.Being aware of it and learning how to deal with it is skills and mind-set each manager has to have to compete in global market in future. One interesting thing is that GE considered reserve innovation as future strategy for a long term goals. The idea of changing business model when needed to create value at large, especially when it is applied globally, might create the advantage of competitiveness for GE in globalization in future.However for near future, LGT doesn’t mention how we can actually adjust the cooperation to run the new strategy (LGT only concerned about strategy of production, technology and marketing). As authors pointed out in the article globalization is so â€Å"dominant† today because it has worked well in the past. However it might depend on which industry and how easily the division/brand/product or company globalizes. The question is which the reverse innovation model would be most appropriately for them to do to accomplish the long-term and the short-term.

Autobiography – Maxwell Joseph Delaney

I was born on the 28th of July 1986 in Greenwich hospital and I was given the Maxwell Joseph Delaney. I lived in New Cross for a quarter of a year in a cosy little flat in Florence Terrace where I lived with my Mum, Dad and my brother Nick. I then moved to Gosforth in Newcastle where I attended South Gosforth First School. In the nursery, my teacher was called Ms Handyside. There was a sandpit, paddling pool, toy den and a library, I used the toy den the most because it had toy motorbikes, I used to run riot with them. I had my 6th birthday in my back garden. It was excellent! There were some people dressed up as cartoon characters. There was Bart Simpson, The Teenage Mutant Hero Turtles and Barney the dog. My dog Cher chased Barney around the garden. I lived in Newcastle until I was 8 then I moved back down to London where I lived in Blackheath, I started in year 3 at John Ball Primary School. My teacher was called Ms Carter, the first person I met was a boy called Patrick. On the first day a boy called Michael Leal got rather emotional over a few Maths questions he got wrong, it was hilarious! Every time the teacher said it was okay he got worse! In year 4 my teacher was Mr Russell, I broke my arm that year. I was coming home from football with my brother on the bikes and I skidded into his bike and I went straight over the bars. I waited in Greenwich Hospital for 2 hours before I could even be X-rayed. I was in plaster for 6 weeks, 6 glorious weeks full of no work and just laying board games in school! When I went to the hospital to have it removed they showed me what they were going to do it with I screamed! It was a big saw! I was scared at first but when they started cutting it tickled and I was laughing. On the other hand my mum wasn't, there was a lady in the bed next to me who was having nails from her leg removed and my Mum felt very faint. In year 5 and 6 I was in the school football team, we won the league both years and paid two visits for tournaments at Millwall. My nickname was â€Å"The Wall† because of my defensive capabilities. When I was 9 my Nan died. I was living in London and we were coming back from a visit up to Newcastle and that's when my Mum decided to tell me. My first emotion was sadness and I cried through the whole journey but after a few weeks I realised it was for the best as my Nan was in extreme pain as she was suffering from leukaemia. We had visited her every day in hospital. It was sad for me because I knew that she was very close to dying. There was one funny thing about it; my Brother and I would sit in the chair by the patient next to my Nan. We would touch her flowers and she would start waving her hands frantically at us. My Brother and I were not allowed to go to my Nans' funeral because my Mum and Dad wanted us to remember all the good times and not her lying in a coffin. It was the my first day at Crown Woods, I can remember waking and feeling â€Å"Oh, my God! I've got to go back.† After a long play during the summer that is genuinely how I felt. I just didn't want to go back because I knew it would be a lot harder. I was rushing about all morning trying to get everything perfect because I didn't want to slip up on my first day. I gave my Mum a kiss, she wished me luck and sent me off. I walked half way down the road and I got the feeling I was forgetting something. I dug my hands deep into my pockets and found there was nothing in them. I rushed off home and asked for some dinner money and keys! I'd just got off the bus and saw the school for only the third time and it looked like a prison but I wasn't intimidated at all. It was a day when it was only year sevens in school and I was one of the biggest so I loved it nobody tried anything. As I walked into the tutor room I didn't know anybody so I just sat anywhere, I made friends quickly with Ricky, Nick and Dan. My first lesson was English and I didn't enjoy it at all. We had to write about ourselves, it was a lot harder than Primary school English lessons. At break I played football with the boys from my tutor group. I didn't score any but I managed to make a huge impression with my football skills. I took Jorel and Ryan out of the game by dirtying them up good. The rest of the day was really boring. This year I had just moved into my new house. We weren't allowed pets as we were renting. We had received a call the previous evening to say that the landlord Ahmed was coming over to fix the plugs, as a few of them were a bit dodgy. My Mum had recently bought my little sister Lauren a hamster called Hercules. Lauren would put Hercules in a pink jewellery box and call him Duchess. It was Saturday morning at around 10:00 am, everyone was up except Nick, the landlord was due at 10:30 am. My Mum had remembered the Hamster upstairs and proceeded to mutter to herself â€Å"Where am I going to hide the hamster.† I offered her a cup of tea to calm her and we then began to think of places to hide the hamster. First of all there was the cupboard under the stairs, but the landlord might hear him, then, my Mums' wardrobe, but there was the sound thing again. We were as dry as the desert for ideas, suddenly I came up with the shed. Perfect! Ahmed would never go out there. My Mum asked me to take the hamster out there while she hovered up. I unlocked the patio doors ran out into the garden, ducked the clothesline and put the hamster in the shed. I then ran back, ducked the clothesline and SMACK! When I got up I could see my sister in hysterics. I had run straight into the patio doors and knocked myself out. The Landlord never did find the hamster.